Date of Conferral

11-18-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Richard Penny

Abstract

The problem for this study is that, despite longstanding efforts to promote diversity in higher education, faculty from racial and ethnic minorities remain underrepresented in nursing programs in the United States. Guided by critical race theory, the purpose of this basic qualitative study was to explore nursing faculty perceptions of the effectiveness and challenges of institutional efforts to address underrepresentation. Using purposive sampling, 12 nursing faculty members with knowledge of or experience with diversity initiatives were recruited as participants. Data were collected through semistructured interviews. Through a six-phase thematic analysis, nursing faculty identified five critical insights: (a) diversity messaging often lacks substantiative follow-through; (b) structural and interpersonal barriers, such as inequitable hiring, promotion practices, and limited culturally responsive mentorship, impede career progression and foster isolation; (c) representation is vital for student belonging and motivation, yet diversity in hiring remains underprioritized; (d) mentorship significantly shapes faculty identity and fostering a sense of belonging; and (e) achieving sustainable equity requires institutional accountability and systemic alignment. Findings revealed that symbolic diversity efforts without substantive policy reform foster skepticism and exclusion. Participants emphasized the need for intentional strategies, such as equitable workloads, inclusive teaching practices, and leadership development, to foster belonging and support career progression. These findings provide a foundation for reforms that address structural inequities, enhance representation, and strengthen mentorship, ultimately promoting equity and driving systemic, sustainable social change.

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